Artists are often particularly keen observers and precise recorders of the physical conditions of the natural world. As a result, paintings can be good resources for learning about ecology. Teachers can use this lesson to examine with students the interrelationship of geography, natural resources, and climate and their effects on daily life. It also addresses the roles students can take in caring for the environment. Students will look at paintings that represent cool temperate, warm temperate, and tropical climates.
In this lesson students will: Identify natural resources found in particular geographic areas; Discuss ways in which climate, natural resources, and geography affect daily life; Apply critical-thinking skills to consider the various choices artists have made in their representations of the natural world; Make personal connections to the theme by discussing ways they can be environmental stewards; Identify natural resources found in particular geographic areas; Discuss ways in which climate, natural resources, and geography affect daily life; Apply critical-thinking skills to consider the various choices artists have made in their representations of the natural world; Make personal connections to the theme by discussing ways they can be environmental stewards.

This unit explores the various ways information and ideas about climate change are presented through a variety of media. This includes the evaluation of social media posts, research into climate change issues, and an exploration of contemporary art and artists. This was designed and taught in an honors 9th grade English Language Arts Classroom by Dr. Tavia Quaid in response to student interest in climate change and to reinforce key information literacy skills.

These active process-oriented lessons focus on concepts of line direction and type, organic shape, 3-D form, real and implied texture, secondary color, and principles of composition. Literacy-infused lessons explore text direction/spacing, observation, description, and story elements through drawing, painting, collage, clay modeling and printmaking.

The K-6 lesson handbooks were originally produced for the Lake Washington School District with grants from 4culture and ArtsWA. Encourage your colleagues, other schools, and organizations to use these materials for non-commercial, educational purposes at no cost by downloading their own copy at: http://artsedwashington.org/portfolio-items/alic-2

A broad range of art is created using concepts of contour and line type, abstraction, color palette, 3-D form, and positive and negative space. Students make both realistic and abstract drawings, relief prints, paintings, and paper sculptures. Literacy-infused lessons include making sketch/journal entries, inventing clay characters and illustrating stories and poems in collage.

The K-6 lesson handbooks were originally produced for the Lake Washington School District with grants from 4culture and ArtsWA. Encourage your colleagues, other schools, and organizations to use these materials for non-commercial, educational purposes at no cost by downloading their own copy at: http://artsedwashington.org/portfolio-items/alic-2

Fundamental concepts and skills are applied in new ways. Line is used to invent characters in monotype prints and show figures in action within drawings and wire sculptures. Elements of scale, horizon, overlapping, shape and texture in painting and printmaking reference specific time and place for settings. Students also visualize and write in response to art.

The K-6 lesson handbooks were originally produced for the Lake Washington School District with grants from 4culture and ArtsWA. Encourage your colleagues, other schools, and organizations to use these materials for non-commercial, educational purposes at no cost by downloading their own copy at: http://artsedwashington.org/portfolio-items/alic-2

Building traditional skills in drawing and painting is emphasized through study of proportion, value, color mixing, and space. Principles of balance and unity in 2-D and 3-D are explored through constructing tactile collages and paper sculptures. In literacy infused lessons, students connect word choice, detail, narrative and figurative language with images.

The K-6 lesson handbooks were originally produced for the Lake Washington School District with grants from 4culture and ArtsWA. Encourage your colleagues, other schools, and organizations to use these materials for non-commercial, educational purposes at no cost by downloading their own copy at: http://artsedwashington.org/portfolio-items/alic-2

Skills are refined through making pen and ink drawings, watercolor paintings, and sculptures focusing on proportion, value, and scale. Translating words into pictures and pictures into words is investigated through depicting setting, combining shapes for meaning, using color for mood and responding to art. Students also create prints and then explain the printmaking procedure in writing.

\The K-6 lesson handbooks were originally produced for the Lake Washington School District with grants from 4culture and ArtsWA. Encourage your colleagues, other schools, and organizations to use these materials for non-commercial, educational purposes at no cost by downloading their own copy at: http://artsedwashington.org/portfolio-items/alic-2

This creative start introduces concepts of line variety, geometric shape, actual texture, primary color, and pattern through exploratory drawing, painting, collage, and stamping. In literacy infused lessons, students make decorative letters, identify word sequence, analyze visual clues, and develop pictures by linking words and images.

The K-6 lesson handbooks were originally produced for the Lake Washington School District with grants from 4culture and ArtsWA. Encourage your colleagues, other schools, and organizations to use these materials for non-commercial, educational purposes at no cost by downloading their own copy at: http://artsedwashington.org/portfolio-items/alic-2

A puzzling caricature, probably dealing with Reconstruction under Andrew Johnson's administration. The work is quite crudely drawn. An acrobat, with mustache and sideburns and wearing a jester's cap, holds in each hand a mask, one grinning and one frowning. His legs stretch from the head of Pennsylvania congressman Thaddeus Stevens, who holds a paper labeled "Committee of 15" and is seated on a black man, who crawls on all fours, to the head of an unidentified man (probably Johnson) who holds the U.S. Constitution. The latter's back is turned to the viewer and several geese, some alive and some dead, appear at his feet. Stevens, an abolitionist, was one of the most prominent members of the Joint Committee on Reconstruction, composed of fifteen members of Congress. The fool remarks, "As yet, I have found no difficulty in standing upon my own platform."|Entered according to Act of Congress June 8th 1866.|Title appears as it is written on the item.|Weitenkampf, p. 153.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1866-3.

Students use a source text from IEW's Ancient History-Based Writing Lessons to write a two-paragraph essay about Ashurbanipal's Library from a keyword outline. There is also a linked art history video from OER Commons entitled "Palace Decoration of Ashurbanipal" to give more interesting background on King Ashurbanipal.

Organized around the compelling question "How have Asian Americans and Pacific Islanders engaged civically and contributed to U.S. culture?" and grounded in inquiry-based teaching and learning, this lesson brings history, civics, and the arts together to learn about the experiences and perspectives of Asian Americans and Pacific Islanders (AAPI) in U.S. history. Primary sources, literature, and works of art created by AAPI individuals and related organizations provide an historical as well as contemporary context for concepts and issues including civic participation, immigration, and culture.

Journalist and poet Asieh Amini is a leading voice in the campaign to end stoning and juvenile executions in Iran.

This resource is from a collection of biographies of famous women. It is provided by the National Women's History Museum, and may include links to supplemental materials including lesson plans about the subject and related topics, links to related biographies, and "works cited" pages. The biographies are sponsored by Susan D. Whiting.

The artist conveys some of the profound disappointment and anger among Henry Clay's many supporters at the nomination of Zachary Taylor at the June 1848 Whig convention in Philadelphia. The convention's act was seen as a betrayal of the elder Whig statesman. In a scene based on act 3, scene 1 of Shakespeare's "Julius Caesar," the artist portrays Clay's opponents as treacherous conspirators stalking the unsuspecting statesman. Clay is pictured seated in the library of his estate at Ashland in Kentucky, reading the New York "Tribune," whose editor Horace Greeley was a Clay stalwart. Ten men with raised daggers prepare to attack him from behind. These include various Whig powers Daniel Webster, editor James Watson Webb, former New York mayor William V. Brady, Pennsylvania congressman David Wilmot, Kentucky senator and former Clay ally John J. Crittenden, and New York state party boss Thurlow Weed. Webster: "How many times shall Caesar bleed in sport" Webb: "Liberty! Freedom! Tyranny is dead!!!" Wilmot: "Go to the Pulpit Brutus" Brady: "And you too Cassius" Crittenden: "Stand fast together, lest some friend of Caesar's Should Chance" Weed: "By the necessity of my Nature, Your Enemy".|Drawn by "W.J.C."|Entered . . . 1848 by H.R. Robinson.|Published by H.R. Robinson 31 Park Row, (Opposite the Park Fountain) N. York.|Title appears as it is written on the item.|Lorant, p. 188.|Weitenkampf, p. 93.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1848-22.

Students design and develop a useful assistive device for people challenged by fine motor skill development who cannot grasp and control objects. In the process of designing prototype devices, they learn about the engineering design process and how to use it to solve problems. After an introduction about the effects of disabilities and the importance of hand and finger dexterity, student pairs research, brainstorm, plan, budget, compare, select, prototype, test, evaluate and modify their design ideas to create devices that enable a student to hold and use a small paintbrush or crayon. The design challenge includes clearly identified criteria and constraints, to which teams rate their competing design solutions. Prototype testing includes independent evaluations by three classmates, after which students redesign to make improvements. To conclude, teams make one-slide presentations to the class to recap their design projects. This activity incorporates a 3D modeling and 3D printing component as students generate prototypes of their designs. However, if no 3D printer is available, the project can be modified to use traditional and/or simpler fabrication processes and basic materials.

An activity combining language and science to encourage students to think about the night sky to help them write a poem related to astronomy.

What drives changes to classic myths and fables? In this lesson students evaluate the changes Disney made to the myth of "Hercules" in order to achieve their audience and purpose.

Students will present their final writings to the class, who will discuss and grade the effectiveness of each product on its focus on the designated audience.

The National Union Convention met in Philadelphia in August 1866 to create a political party that would back President Andrew Johnson's Reconstruction program and to elect a new Congress. Here, the convention is portrayed as a gathering of muzzled dogs, their collars inscribed with state names, who file toward a large doghouse, the "Wigwam." Except for the unwelcome arrival of Copperheads or Peace Democrats Fernando Wood and C. L. Vallandigham, the meeting was surprisingly harmonious even with the participation of representatives from both North and South. Here two dogs, "Massachusetts" and "South Carolina," side by side, lead the pack toward the Wigwam. Wood and Vallandigham are portrayed as cats, each held by the scruff of its neck by guard dogs Edgar Cowan and J. R. Doolittle. At bottom left stands a dog with a brush and a pail marked "N.Y. Times" tied to its tail. In the background "The Dead Dog of The White House," incumbent Andrew Johnson, lies in the road in front of the presidential mansion, which flies from its roof an American flag labeled "My Policy." "My Policy" was Johnson's campaign catchword. The Philadelphia movement ultimately failed, and anti-Johnson Republicans achieved more than a two-thirds majority in both houses of Congress. |Title appears as it is written on the item.|Weitenkampf, p. 154.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1866-4.

    During this lesson, students will learn more about their favorite authors by researching them on the Internet and presenting to the class, school, and community. Students will learn biographical information about their authors, the inspiration behind their stories and identify their authors’ different styles of writing.   

Students will practice looking at a topic from multiple points of view, and will discuss whose voices are amplified and whose voices are silenced.   This lesson is part of a media unit curated at our Digital Citizenship website called "Who Am I Online?".